Strategies for Accessible Learning and Differentiation in Middle Eastern Primary Schools

Aishah Khan

Aishah Khan SEK International School, Saudi Arabia

Keywords: Accessible learning, Differentiation, Middle Eastern primary schools

Abstract

Over the past few years, the governments and other stakeholders have woken up to the challenge of providing quality education to all the students, especially the students in the primary schools in the Middle East. The populations in the region are as a result, culturally, linguistically and socio-economically diverse. These approaches of learning are very significant in the current learning arena since every child is unique in his or her ability, language, or cultural background. This paper aims to examine the approaches in the Middle Eastern primary schools to enhance basic education’s inclusively for all children who need different support and attention. Through exploring the notions of universal design of learning and differentiation, as well as early field experiences of using these concepts in the classroom, this present paper seeks to offer an understanding of the difficulties and accomplishments of developing inclusion of learning environments. Recommendations are provided for educators, policy makers, and school leaders to continue enhancing educational opportunities for all and address any student’s needs more effectively in the region. Given the current trends towards inclusion and equity in education policies at the international level, this paper is evidence of a continuous discussion on the enhancement of provision of education for all children with special attention to the Middle Eastern environments (Booth & Ainscow, 2011).

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